EMORY CAMPUS LIFE DEPARTMENTAL REVIEW PROCESS Revised November 2017

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1 INTRODUCTION AND PURPOSE Emory University Campus Life seeks to develop an evaluation process that ensures departments within Campus Life are prepared to meet the ever-changing needs of the student body and campus community. Emory Campus Life is committed to programmatic and service improvements and must systematically assess, acknowledge, and appropriately respond to new challenges, identify potential opportunities, and routinely strive to enhance programs and services. The adoption and implementation of the program review guidelines summarized in this document provide an important step toward achieving the division s organizational objectives. In addition, the proposed review process provides a vehicle for responding to the need for increased organizational accountability and providing documentation of the division s valuable contributions to student learning and development outcomes. GUIDING PRINCIPLES OF THE The departmental review process is a formative assessment tool designed to enhance organizational performance. The review guidelines are informed by and serve to advance the unique mission, values, and aspirations of the division. The review process reflects the values that have historically guided Campus Life assessment activities (e.g., respect for students, quality programs, effective use of organizational resources). Thus the primary reason for conducting program review is to ensure the continuation of high quality programs and services throughout the division and to make sure that offerings are central to the role, mission, priorities, and strategic goals of Campus Life and the University. REVIEW CYCLE Campus Life departmental reviews occur on a five-year cycle. The Executive Leadership Team develops this schedule. When possible, the schedule is coordinated with other review and accreditation activities. It is important to note that accreditation reviews are conducted for other purposes and do not take the place of the departmental review. However, elements of and preparation for these reviews may overlap, and therefore coordination of these reviews will occur to eliminate unnecessary duplication of effort. The review cycle will also take into account changes in departmental leadership. AND TIMELINE The Campus Life departmental review process consists of the five steps outlined below: 1. Pre-review Preparation 2. Departmental Self-Study/Report 1

2 3. External Program Review/Site Visit/Report 4. Development of Departmental Action Plan 5. Implementation of Departmental Action Plan The Departmental Review process takes approximately three months to complete. The review cycle begins when the Executive Leadership Team (ELT) and Senior Staff member receive written notification requesting a departmental review and ends with the submission of the department s action plan. Actual time for each step may vary according to the department and the unique needs of each review. The three-month schedule, however, creates a timeline that serves to structure and standardize the review process. Step 1: Pre-Review Preparation Notification in writing to Department(s) Scheduled for Review Using the established five-year review calendar, departments that are slated for review in the coming academic year will be formally notified in writing via a letter from the Senior Vice President and Dean of Campus Life. Selection of Program Review Coordinator The department head must identify a Review Coordinator. Responsibilities of the review coordinator include: Serving as the primary department contact regarding all program review matters, Developing and implementing the program review timeline, Coordinating the self-study process as well as the development of the self-study report, and Organizing logistics of the external review site visit. The coordination of the departmental review process is a time- and labor-intensive responsibility. Department heads should take time commitment expectations into consideration when selecting a review coordinator. In departments of 1-2 persons, the director may serve as the review coordinator. Additional qualities of a successful Program Review Coordinator include: The ability to facilitate group discussions, solicit input from staff working in diverse organizational roles, integrate multiple perspectives, and synthesize information in a concise manner; Familiarity with the department s assessment efforts; Strong writing and project management skills; Professional autonomy necessary to interpret the program review guidelines and design a review process tailored to the department s unique mission and structure. 2

3 Department Review Orientation Meeting The ELT member and the Senior Director of Learning and Innovation will meet with departmental staff undergoing review in order to discuss the review process, answer questions, provide clarification about the process, and help create a participatory process of review in which all staff members are engaged and involved. Identification of Self-Study Protocol A plan for the self-study will be developed by the department head in consultation with the Senior Director of Learning and Innovation. Whenever possible, self-studies should follow one of the following formats: Any mandated or optional professional accreditation processes Council for the Advancement of Standards in Higher Education (CAS) Self-Assessment Guide Industry standards and guidelines for self-study Data Audit Each department undergoing review will conduct an audit of all data and information resources available to assist and inform the program review process. This audit will include: 1. A review of assessment activities conducted at the department level. The audit should include a discussion of department-level efforts to collect data as well as external assessment efforts (e.g., participation in CAS self-assessment or industry benchmarking studies). 2. A review of data collected at the division or institutional level. This can include survey data (e.g., CIRP Freshman Survey) or qualitative data that captures students experiences with the department or information on those developmental processes that the department intends to foster in students. 3. The collection and review of department data relevant to specific questions posed in the self-study protocol. Formation of Self-Study Review Panel The department head, in consultation with department staff, will identify/invite people to serve as members of the self-study team. Campus Life leadership suggests a team of 3-4 members. Please use the following guidelines in the development of the panel: External Members: One member of the Self-Study Review Panel must be external to the department. Some suggestions for this member include: Advisory panel/council representative Head of another Campus Life department 3

4 Faculty member or colleague from the University or other academic department Student Members: Emory students are the primary constituent of our efforts. Thus, the Self-Study Review Panel must include at least one student and/or student input must be built into the process. Internal Members: There are no restrictions on the identification and inclusion of internal members for the Self-Study Review Panel. Identification/Formation of External Review Panel and Site Visit Schedule The External Department Review Panel will consist of 1-3 people from outside the University with expertise in the area(s) being reviewed. The external review panel should be discussed with the Senior Director of Learning and Innovation. Invitations to serve on an external review panel will come from the ELT member and the department leader. The department is responsible for scheduling the 2-3 day site visit and establishing the agenda. Step 2: Departmental Self Study/Report The department self-study provides the basis for the entire review process. It represents a valuable opportunity for the department to make a candid assessment of itself and to consider future directions and opportunities for improvement. Each department undergoing review will prepare a self-study report using the criteria and questions identified in the protocol selected as part of the pre-review preparation as its organizing framework. The purpose of the Department Self-Study Report should be to: 1. Outline the department s objectives, priorities, resources, programs, and strategic plans as well as its position within Campus Life and the University. 2. Address how well the department performs in relation to its mission, goals, and strategic plans. 3. Define ways, primarily within existing resources, that the department can continue to improve in the quality of its programs, services, activities, and operations. 4. Provide evidence of the excellence and effectiveness of its programs, activities, services, and operations. 5. Identify priorities and key questions for external review. Step 3: External Program Review The External Review panel, as experts in the field, will evaluate the department in its national context and provide insight and feedback on issues and trends particular to the departmental operations being reviewed. The external reviewers will utilize the Department Self Study Report and supporting documents in preparation for their site visit. The site visit should span a 2-3 day period to allow sufficient time for the reviewers to meet with members of the Self-Study Panel, 4

5 department staff, administrators, faculty, students, and others; to visit facilities; and to meet as a review team to discuss points that will be included in their analysis. The department and Self-Study Panel are encouraged to solicit insight from the External Review panel regarding questions and issues they would like to discuss from a viewpoint that is external to the university, that is broader in scope (e.g., from a regional, national, or disciplinary perspective), or for which members of the External Review Panel are more qualified to answer. These questions should be submitted to the External Review Panel prior to their visit. Further, a detailed agenda for the visit should be established well in advance of the site visit to allow for adequate time to schedule meetings, prepare materials, reserve rooms, etc. Within six weeks after their visit, the External Review Panel will provide a written assessment of the strengths, weaknesses, operational practices, and leadership of the department. This written assessment should also provide a set of recommendations for moving the department forward. Step 4: Develop Departmental Action Plan and Executive Summary Following consultation with the Self-Study Panel, the ELT leader, department head, and department head s supervisor (if applicable) will develop a plan of action that 1) addresses the recommendations outlined in the Departmental Review Report prepared by the External Review Panel and 2) reflects information and insights included in the Self-Study Report. If the department head is an ELT member, the ELT member and the Senior Vice President of Campus Life will develop the plan of action. The Departmental Action Plan should specify proposed actions, implementation strategies, an action timeline, and responsible parties for carrying out each action. If there are External Review Panel recommendations that the department is not in agreement with, the action plan should acknowledge these differences in thinking and where appropriate, present alternative recommendations. The completed Departmental Action Plan will be submitted to the ELT for review and ELT leader (or Senior Vice President) approval. The supervisor of the department head/leader will send an executive summary of the review findings and action plan to all senior staff. Step 5: Implement Departmental Action Plan Progress on the departmental action plan will be evaluated via updates included in the department s strategic plan updates and the annual budget review process. Further, the points and progress on the Departmental Action Plan will represent the foundation of the pre-review preparation for the next cycle of review five years later. 5